The Effects of Motivational Climate Interventions on Psychobiosocial States in High School Physical Education

Bortoli, Laura; Bertollo, Maurizio; Vitali, Francesca; Filho, Edson; Robazza, Claudio

doi:10.1080/02701367.2014.999189

Cited by 31 publications

(55 citation statements)

References 28 publications

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“…The items of the scale are those proposed for an individualized profiling of high-level athletes [8]. Although non-standardized scales measuring athletes’ psychobiosocial states have actually been used for research and applied purposes in sport [28, 29] and physical education [24] settings, the validity and reliability of these scales was not previously established.…”

Section: Discussionmentioning

confidence: 99%

“…Furthermore, functional states mediated the effect of technical and cognitive self-efficacy on performance of carom billiards players [29]. In the physical education context [24], results showed that achievement motivational climates induced by teachers tend to determine in their students states consistent with the motivational atmosphere, thus supporting the advantages of a task-involving climate to enhance pleasant emotional experiences. The research benefits deriving from assessing psychobiosocial states highlight the need of a reliable and valid measure.…”

Section: Introductionmentioning

confidence: 99%

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Measuring Psychobiosocial States in Sport: Initial Validation of a Trait Measure

et al. 2016

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We examined the item characteristics, the factor structure, and the concurrent validity of a trait measure of psychobiosocial states. In Study 1, Italian athletes (N = 342, 228 men, 114 women, Mage = 23.93, SD = 6.64) rated the intensity, the frequency, and the perceived impact dimensions of a psychobiosocial states scale, trait version (PBS-ST), which is composed of 20 items (10 functional and 10 dysfunctional) referring to how they usually felt before an important competition. In Study 2, the scale was cross validated in an independent sample (N = 251, 181 men, 70 women, Mage = 24.35, SD = 7.25). The concurrent validity of the PBS-ST scale scores were also examined in comparison with two sport-specific emotion-related measures and a general measure of affect. Exploratory structural equation modeling and confirmatory factor analysis of the data of Study 1 showed that a 2-factor, 15-item solution of the PBS-ST scale (8 functional items and 7 dysfunctional items) reached satisfactory fit indices for the three dimensions (i.e., intensity, frequency, and perceived impact). Results of Study 2 provided evidence of substantial measurement and structural invariance of all dimensions across samples. The low association of the PBS-ST scale with other measures suggests that the scale taps unique constructs. Findings of the two studies offer initial validity evidence for a sport-specific tool to measure psychobiosocial states.

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Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Measuring Psychobiosocial States in Sport: Initial Validation of a Trait Measure

et al. 2016

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“…Instructors may promote either of the two major motivational climates (Bortoli, Bertollo, Vitali, Filho, & Robazza, 2015). Mastery climate is encouraged by instructor's focus on cognitive ability, effort and self-improvement (Ames, 1992;Roberts, Treasure, & Conroy, 2007).…”

Section: Motivational Climatementioning

confidence: 99%

Analyzing Networks of Verbal Aggressiveness and Motivation

Bekiari¹,

Deliligka²,

Hasanagas³

2017

PSYCH

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Aim of this research is to analyze motivation and verbal aggressiveness as structure of relations and to detect their determinants. A university class of 62 students and 4 instructors has been analyzed as a network. In-and out-degree, degree, pagerank, katz and authority have been calculated. They were correlated (Spearman test) with several non-network variables such as economic status, age, gender, etc. Visone and SPSS have been used. Main results are the following: Mastery influence is a more common situation than influence aiming at performance and verbal aggressiveness which necessitate fanaticism or familiarity. Students with high grade are quite central in influencing and being influenced for learning pedagogic-psychological issues. In the case of learning biology (mastery), the teaching staff is the main stimulator in contrast to case of pedagogic-psychological field. The age and the experience of travelling abroad are also conducive to learning biology. Male students seem to be more influential than the female ones, as the sport is still perceived as a male-dominated field. Students interested in medicinal subjects are rather unable to stimulate others in sport issues, as there is a contextual deficit between medicinal and sport subjects. Female students seem to stimulate for improvement. Students interested in the medicinal subjects tend to be stimulated and to stimulate others to surpass performance limits. The desire for professional eminence also seems to discourage offenders indicating the existence of organization culture at the department. Travelling abroad for sport reasons increases offensiveness. Students originating from rural areas tend more to become target of offenses, indicating thus spatial-regional discrimination. Students of higher economic state are more deriding. The proposed typologies of motivation influence and verbal aggressiveness include the "invulnerable motivator" and the "vulnerable motivator" as well as the "strong motivator" and the "brawler" type.

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“…Studies have reported that attitudes and intercommunications are elements which are engaging in motivational climate, for instance interactive motivation between peers, based on the intention to foster competition, encouragement, collaboration and endearment (Beltman & Volet, 2007;Bengoechea & Strean, 2007;Keegan, Harwood, Spray, & Lavallee, 2009;Keegan et al, 2010;Vazou, Ntoumanis, & Duda, 2005;Weiss, Amorose, & Wilko, 2009). The positive outcomes of mastery climate are numerous, because its main emphasis is given to learning and cooperation (Bortoli, Bertollo, Vitali, Filho, & Robazza, 2015). The students are emboldened with advanced abilities, cooperative learning, personal enrichment and commending for each endeavor (Ames, 1992a;Roberts et al, 2007).…”

Section: Aggressive Communicationmentioning

confidence: 99%

“…Moreover, expanded research has indicated mastery's climate positive relation with accomplishments, satisfaction, importunity in every attempt, flexibility (Ntoumanis & Biddle, 1999;Roberts, 2012;Van De Pol, Kavussanu, & Ring, 2012), as well as decreased anxiety, commitment, engagement, enthusiasm, assurance, integrity (Atkins et al, 2015;Braithwaite, Spray, & Warburton, 2011;Cunningham & Xiang, 2008;Kavussanu & Roberts, 1998;Mouratidis, Vansteenkiste, Lens, & Vanden Auweele, 2009;. Performance motivational climate is based essentially on social comparison and competition, arousing negative emotions on students such as nervousness and distraction (Bortoli et al, 2015;Liukkonen, Barkoukis, Watt, & Jaakkola, 2010). Throughout the course that focuses on performance motivational climate, teachers emphasize on regulative assessment, display of students' abilities and praising their best efficiency (Ames, 1992b;Ames & Archer, 1988;Keegan et al, 2010;Murcia, Camacho, & Rodríguez, 2008).…”

Section: Aggressive Communicationmentioning

confidence: 99%

Multi-Parametric Analysis of Aggressive Communication and Motivation Climate in Physical Education

Deliligka¹,

Bekiari²

2018

PSYCH

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The purpose of this study was to examine verbal aggressiveness, argumentativeness and motivation climate in a multi-parametric context. Nine hundred and three (903) students (448 males, 455 females), whose age varied from 10 to 17 years old (M = 13.8, SD = 2.3), participated in this study. The findings revealed that instructors' verbal aggressiveness was positively related to performance climate and negatively to argumentativeness and mastery climate, while argumentativeness was positively related to mastery climate. Additionally, the multiple regression analysis presented that argumentativeness and the created motivational climate were negative predictors of verbal aggressiveness. High school students perceive their instructor more argumentative and reported the lower score on performance climate. Urban schools presented higher levels on verbal aggressiveness and performance climate. Students from 9 th grade proved to have higher score in verbal aggressiveness, 7 th grade in argumentativeness and mastery climate. Finally, students from 6 th grade perceived that their instructors created performance climate in higher levels. Furthermore, Mancova indicated that the covariates, mastery and performance climate explained a statistically significant proportion of variance of verbal aggressiveness and argumentativeness between classes. Moreover, instructors who use low level of verbal aggressiveness proved to have higher score in argumentativeness and mastery climate. Also, high level of verbal aggressiveness was presented in performance climate. Finally, Ancova reported that argumentativeness was a significant covariate of verbal aggressiveness on performance climate.

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The Effects of Motivational Climate Interventions on Psychobiosocial States in High School Physical Education

Cited by 31 publications

References 28 publications

Measuring Psychobiosocial States in Sport: Initial Validation of a Trait Measure

Measuring Psychobiosocial States in Sport: Initial Validation of a Trait Measure

Analyzing Networks of Verbal Aggressiveness and Motivation

Multi-Parametric Analysis of Aggressive Communication and Motivation Climate in Physical Education

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